4-Day CAPA Orientation. Collaborative Assessment for Planning & Achievement. Agreements. Ask questions for your understanding and support Conduct discussions in a professional manner Agree to listen, honor and respect all perspectives
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Collaborative Assessment for Planning & Achievement
Ask questions for your understanding and support
Conduct discussions in a professional manner
Agree to listen, honor and respect all perspectives
Be mindful of the patterns of participation—give everyone an opportunity to speak—refrain from side conversations
Use the parking lot
Put cell phones on silent
Teaching and Learning Tool
Agenda & Background
Preparing for the Visit
What Occurs on a Visit
CAPA Teaching and Learning Tool
What is CAPA?
Who receives a CAPA Visit?
How to prepare for a CAPA Visit?
What occurs before, during and after a CAPA visit?
Who to contact with questions about a CAPA visit?
A teaching and learning collaboration between the New Jersey Department of Education, districts, local educators and parents
Designed to empower schools and districts to go beyond current efforts
To improve student achievement.
To provide feedback that will assist the school in developing and committing to the execution of an action plan to further student advancement
To jointly determine the root causes hindering student advancement
Schools listed as “in need of improvement” in year three and above of school improvement status
The federal No Child Left Behind Act (NCLB) requires all states to establish standards for accountability for all schools and districts in their states.
The foundation for the accountability system is based on a state’s academic content standards and aligned assessments.
The accountability system looks at the degree to which students across schools and districts are mastering the state standards.
Schools are evaluated using adequate yearly progress (AYP) indicators.
Student achievement is determined by grade span and each content area.
There are 40 indicators that must be met (including participation and proficiency rates) plus secondary indicators.
A safe harbor calculation is applied to measure progress if AYP is missed
When a school does not meet AYP, it may be designated as a school in need of improvement.
In addition, the LEA must take at least one of the following corrective actions§1116(b)(7)(C); §200.42:
Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation
Extend the length of the school year or school day
Replace the school staff who are deemed relevant to the school not making adequate progress
Significantly decrease management authority at the school
Restructure the internal organization of the school
Appoint one or more outside experts to advise the school (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP
One or more Races (multiple category)
Students with disabilities
Limited English proficient
IEP exempt from Passing
Used for Graduation requirement
NCLB requires that all students be tested
A confidence interval (CI) is a statistical method to minimize the risk of misclassifying schools.
A confidence interval at 95% probability is applied to the actual proficiency results for the total population as well as each student subgroup for each content area.
A process involving an external team of educators and parents working in collaboration with school and district personnel to
pinpoint obstacles to student achievement,
identify needs and
develop solutions to improve school performance.
PROCESS FOR TEAM DEVELOPMENT
Shared Common Vision
Commitment to the Task/Vision
Optimal Use of Skills
No Personal Agendas
Good communication and Feedback
Access to Resources
Like to Work with Each Other
HOUSTON WE HAVE A PROBLEM !
“The top-performing school systems recognize that the only way to improve outcomes is to improve instruction: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interaction.”
How the World’s Best-performing School Systems Come Out on Top, McKinsey and Company (2007)
“Teaching is the first and most important element of progress. Neither programs nor curricula nor assessments nor administrative mandates will replace the primacy of teaching effectiveness as the number one impact on student achievement.”
Leading Change in Your Schools, Douglas Reeves (2009).
CAPA Collaborative Teams
Language Arts Literacy Specialist
Special Education Specialist
External CAPA Team
LAL Coach, Lead Teacher or Department Chair
Math Coach, Lead Teacher or Department Chair
Inclusion Coach, Lead Teacher or Department Chair
ELL Lead Teacher or Department Chair
Parent Liaison/School Culture Specialist
Team leaders are allocated one day to assist the school in preparation for the visit
Principal and planning committee should determine how best to use this planning day
Examples of assistance: development of schedule, selection of staff for focus groups, presentation to staff, explanation of administrative walkthrough or data analysis
Explain the process to the school faculty
Select school team members
Establish a CAPA planning committee
Involve the NCLB Planning Committee
Involve building union representation
Teaching & Learning
Standards 1, 2, 3
Standards 4, 5, 6
Internal and external team members should become familiar with the following documents prior to the visit:
State assessment data by grade and cluster
NCLB unified plan
Other formative assessment data
School Improvement Status Summary
Adequate Yearly Progress Status
One & Three-Year Trend Charts
School climate survey
One hour visit planning for district/school and external team
External/internal team reviews data, NCLB unified plan and school portfolio
Begin interviews and visits
Days Two and Three
Subteam debriefing of findings
Debriefing of full group
Begin writing findings
Within one week of visit
Work with internal team to refine action plans
Review final summary report for accuracy
Assistance with presentation to faculty
Child Study Team
NCLB Committee, site-based management team or SLC
Students (randomly selected across grade levels—10% of student body)
Room for debriefing and document review
Room for interviews & focus groups
Computers, LCD projector, photocopying
School vision & mission
Master schedule—individual staff schedules
NCLB committee names
Background information form
URL Available from Team Leader
NCLB Unified Plan
10 Report Cards
10 PDPs and evaluations
Professional Development Plan
School/ Community Survey Parent Involvement Policy
Code of Conduct Policy
DINI Plan (if applicable)
Parent Involvement Policy
NCLB & SES Communications & Reports
Comprehensive Equity Plan
For staff can be either individual or small group (6-8 people)
For the NCLB planning team or SLC should be whole group
For parents should be scheduled in groups – as many as possible
Interview 10% of student body—formally and informally
Child Study Team
NCLB Planning Committee
10% of students (randomly selected across grade levels)
The classrooms are chosen by the team leader
The principal determines the classrooms visited for the administrative walkthrough
Subteams determine classrooms to visit for content andAdministrative & Content Walkthroughs
Walkthroughs provide a school wide snapshot, over time, of classroom environments, learning experiences and student perspectives
Walkthroughs are not part of the evaluation process
Walkthroughs are a catalyst for reflective school wide discussion
Promote a collaborative atmosphere for the visit
Help gauge the overall school environment
Help provide a shared language for teaching and learning
Teams see the same data
Used to help determine specifically where you are regarding goals and benchmarks for higher student achievement
Also used to help determine what action steps the school and/or district need to take to meet benchmarks at the desired levels of success
Curriculum – where it exists and is good, is it what guides daily instruction?
Instructional leadership – leaders who have an unrelenting focus on learning, therefore on instruction
Teamwork and professional learning communities – opening up the teaching practice of individuals to their colleagues, so that they can learn from those who do it well.
CAPA Descriptors, 2006, NJ DOE
Classroom Instruction that Works, Marzano, 2001, ASCD
The Art and Science of Teaching, Marzano, 2007, ASCD
Leadership for Learning, Carl Glickman, 2002, ASCD
The Differentiated Classroom, Carol Tomlinson, 1999, ASCD
Results Now, Schmoker, 2006, ASCD
The Basic School, Boyer, 1995, Carnegie Foundation for the Advancement of Teaching
The Learning Leader, Reeves, 2006, ASCD
Turnaround Leadership, Michael Fullan, 2006, Jossey-Bass
National Forum to Accelerate Middle Grades Reform: New Jersey Schools to Watch: Self-Study and Rating Rubric
“Bridging the Gap between Standards and Achievement”, Richard F. Elmore, 2002, Albert Shanker Institute
“The Leadership We Need”, Waters and Grubb, 2004, McREL: Mid-continent Research for Education and Learning
“Interstate School Leaders Licensure Consortium (ISLLC) Standards: Education for the Future – the School Portfolio”, 2000, Council of Chief State School Officers
“Planning Change for Restructuring Schools”, Mid-Atlantic Comprehensive Center, 12/2006
Arizona School Reform Tool
The Great Maine Schools Project School Change Rubric, 2005
Pennsylvania Department of Education: 2006-2007 Review Criteria for “Getting Results!” SIP Framework, 2004
Structure of Teaching and Learning Tool
A single tool for identifying best practices, collecting and analyzing documentation, interview results, begin formulating recommendations, recording strengths and challenges and providing a rating.
Within each of the 7 Standards, there are 24 specific subsections labeled “indicators.”
The team will write a “Finding” and assign a “Performance Level” rating for each indicator.
Within each of the indicators is an essential question
Within each of the indicators there are “sub-indicators.”
Assessment & Evaluation
School Climate & Culture
Student, Family & Community Support
Professional Learning, Growth & Development
Leadership & Governance
Within each of the 7 Standards, there are 24 specific subsections labeled “indicators.”
The team will write a “Finding” for each indicator.
Do all teachers use the curriculum in planning instruction?
How do students know what is expected and are they able to articulate expectations share their work and reflect on others’ work?
To what extent are all students engaged in learning?
Standard 6 –The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning. (Objective)
Indicator 6.1 - The school and district devote resources to content-rich professional development that is connected to reaching and sustaining the school vision and goals for increasing student achievement and is differentiated by teacher and student needs. (Strategy)
Sub-indicators: Professional development is embedded, intensive, of high quality, ongoing, and relevant to various grade level education and provides opportunities for learning that increase knowledge and skills, challenge outmoded beliefs and practices, and provide support in the classroom. (Actions)
Seen in classrooms
Read in documents
Heard in interviews
Click Teaching & Learning Tool
Background statement regarding each standard using essential questions
Notes strengths, challenges, root causes and recommendations
Team determines most critical recommendations
Separate school and district sections
Incorporated into the school’s NCLB unified plan
FINDINGS: Compilations of data about the school substantiated by TRIANGULATION (at least three sources of data such as an observation, an interview, or written documentation).
RECOMMENDATIONS: Research-based strategies and best practices suggested by the team for each standard. Subteams determine 2-3 high priority recommendations.
ACTION STEPS: The team prioritizes and develops a short plan for implementation of 3 recommendations.
Based on triangulated data
Focused on key areas – academic performance, culture & climate, leadership
Question for prioritizing:
“If the school does this well, will it significantly advance student achievement?”
what needs to be done to implement the recommendation – action steps
for each action step
what strategy will be used
people responsible and accountable
While the school is in improvement status:
One-day follow-up with team member
Purpose: To review the progress the school is making regarding student learning, instruction, climate and leadership by observing and discussing implementation of strategies from the NCLB Unified Plan & Action Plans
English Language Learners
Be sure to complete the reflection handout so we can continue to improve our assistance
“Nothing, and we mean nothing, is more critical to the future of the world than rapidly and constantly improving systems of public schooling that serve all students.”
Breakthrough, Michal Fullan, Peter Hill, Carmel Crevola